NETS for Students: Achievement Rubric Grades PK12

NETS for Students

1. Basic operations and
concepts
a. Students
demonstrate a sound
understanding of the
nature and operation
of technology
systems. (nature and
operations)

Learning Point Associates

Proficient by end of Grade 2

1. Students describe how to use
basic input devices (e.g.,
keyboard fingering and mouse
or track-pad manipulation),
output devices (e.g., monitor
and printer use), and software
resources (e.g., diskette, CDROM use).

Proficient by end of Grade 5

1. Students know how to use
basic input and output devices
(including adaptive devices as
needed); access network
resources (e.g., printers, fileservers); and use common
peripherals (e.g., scanners,
digital probes, digital cameras,
video projectors).

Proficient by end of Grade 8

1. Students recognize hardware
and software components used
to provide access to network
resources and know how
common peripherals (e.g.,
scanners, digital cameras, video
projectors) are accessed,
controlled, connected, and used
effectively and efficiently.

Proficient by end of Grade 12

1. Students describe new and/or
advanced technology resources
information dissemination
options (e.g., video servers,
webcasting, compressed video
delivery, online file-sharing,
graphing calculators,
multifunction communications
devices, global positioning
software) and technology career
opportunities.

2. Students name common

technology found in homes
(e.g., VCRs, tape or digital
recorder, CD player, digital still
and video cameras, telephones,
radios).

2. Students recognize, discuss,

and visually represent ways
technology has changed life and
work at school and in the home,
community, business, industry,
and government over the past
three decades.

2. Students know how to

evaluate, select, and use
appropriate technology tools and
information resources to design,
plan, develop, and communicate
content information
appropriately, addressing the
target audience and providing
accurate citations for sources.

2. Students identify capabilities

and limitations of contemporary
and emerging technology
resources and assess the
potential of these systems and
services to address personal,
lifelong learning, and
workplace needs.

3. Students identify functions

represented by symbols and
icons commonly found in
application programs (e.g., font,
size, bold, underline, alignment,
color of type).

3. Students identify and know

how to use Menu options in
application programs to develop
text, graphic, spreadsheet, and
Web documents; save, print,
format, and add multimedia
features; store, access, and
manage files; and use
dictionary, thesaurus, and
spelling and grammar tools.

3. Students know how to

identify appropriate file formats
for a variety of applications and
apply utility programs to
convert formats, as necessary,
for effective use in Web, video,
audio, graphic, presentation,
word processing, database,
publication, and spreadsheet
applications.

3. Students collaborate in
teams to illustrate contentrelated concepts integrating a
variety of media (e.g., print,
audio, video, graphic, probes,
simulations, models) with
presentation, word processing,
publishing, database, graphics
design software, or spreadsheet
applications.

4. Students know how to use

correct sitting, hand, arm, and
fingering positions to type
complete sentences (including
shift for capital letters, space
bar for spacing, and punctuation
keys).

4. Know proper keyboarding

position and technique to touch
type using the correct hands for
alphabetic, numeric, and special
purpose keys (arrows, escape,
backspace, delete, caps lock,
and control); and know how to
use these keys and the Edit
Menu items to correct errors in
a document.

4. Students continue touch

typing techniques, increasing
keyboarding facility and
improving accuracy, speed, and
general efficiency in computer
operation.

4. Students routinely apply

touch typing techniques with
advanced facility, accuracy,
speed, and efficiency as they
complete their assignments.

NETS for Students: Achievement Rubric1

NETS for Students: Achievement Rubric Grades PK12

NETS for Students

Proficient by end of Grade 2

5. Students discuss how to
properly care for and use
software media (e.g., mini DV
tapes, videotapes, audio tapes).

Proficient by end of Grade 5

5. Students identify
characteristics suggesting that
the computer needs upgraded
system or application software,
virus detection software, or
spam defense software to
protect the information and
functioning of the technology
system.

Proficient by end of Grade 8

5. Students examine changes in
hardware and software systems
over time and identify how
changes affect businesses,
industry, government,
education, and individual users.

Proficient by end of Grade 12

5. Students collaborate in
teams to evaluate software,
hardware, and networking
systems to inform the
development of a technology
plan for a specific real-world
business, educational entity,
industry, organization, or other
group.

b1. Students are

proficient in the use
of technology.
(information
management)

Students recognize functions of

basic File Menu commands
(new, open, close, save, save as,
print) and folders to manage
and maintain computer files on
a hard drive or other storage
medium (diskette, CD-ROM).

Students identify basic

software commands used to
manage and maintain computer
files on a hard drive, diskette, or
CD-ROM; manage and
maintain their files on a
network; and know how to
exchange files with other
students and the teacher via
network file-sharing and e-mail
attachments.

Students identify strategies and

procedures for efficient and
effective management and
maintenance of computer files
in a variety of different media
and formats on a hard drive and
network.

Students know how to use

advanced utilities (e.g.,
compression, antivirus) with
computer files in a variety of
different media and formats.

b2. Students are

proficient in the use
of technology.
(terminology and
problem solving)

Students recognize accurate

terminology to describe
hardware, software, multimedia
devices, storage media, and
peripherals and to identify the
basic functions of technology
resources (hardware and
software) commonly used in
early elementary classrooms.

Students identify correct

terminology used to describe
basic hardware, software, and
networking functions, and to
discuss the functions,
processes, and/or procedures
applied in common use of these
technology resources.

Students know how to solve

basic hardware, software, and
network problems that occur
during everyday use; protect
computers, networks, and
information from viruses,
vandalism, and unauthorized
use; and access online help and
user documentation to solve
common hardware, software,
and network problems.

Students know how to identify,

assess, and solve advanced
hardware, software, and
network problems by using
online help and other user
documentation and support.

Students identify common uses

of information and
communication technology in
the community and in daily life.

Students identify issues related

to how information and
communication technology
supports collaboration, personal
productivity, lifelong learning,
and assistance for students with
disabilities.

Students identify legal and

ethical issues related to use of
information and communication
technology, recognize
consequences of its misuse, and
predict possible long-range
effects of ethical and unethical
use of technology on culture
and society.

Students analyze current trends

in information and
communication technology and
assess the potential of emerging
technologies for ethical and
unethical uses in culture and
society.

2. Social, ethical, and

human issues
a. Students understand
the ethical, cultural,
and societal issues
related to
technology.

Learning Point Associates

NETS for Students: Achievement Rubric2

NETS for Students: Achievement Rubric Grades PK12

NETS for Students
b. Students practice
responsible use of
technology systems,
information, and
software.

Proficient by end of Grade 2

Students recognize that
copyright affects how one can
use technology systems,
information, and software
resources.

Proficient by end of Grade 5

Students discuss basic issues
related to responsible use of
technology and information,
identify scenarios describing
acceptable and unacceptable
computer use, and describe
personal consequences of
inappropriate use.

Proficient by end of Grade 8

Students discuss issues related
to acceptable and responsible
use of information and
communication technology
(e.g., privacy, security,
copyright, file-sharing,
plagiarism), analyze the
consequences and costs of
unethical use of information
and computer technology (e.g.,
hacking, spamming, consumer
fraud, virus setting, intrusion),
and identify methods for
addressing these risks.

Proficient by end of Grade 12

Students analyze the
consequences and costs of
unethical use of information
and computer technology and
identify how individuals can
protect their technology
systems from the unethical and
unscrupulous user.

c. Students develop
positive attitudes
toward technology
uses that support
lifelong learning,
collaboration,
personal pursuits,
and productivity.

Students describe acceptable

and unacceptable computer
etiquette and how to work
cooperatively with peers, family
members, and others when
using technology in the
classroom or at home.

Students identify software or

technology-delivered access
that is valuable to them, and
describe how it improves their
ability to communicate, be
productive, or achieve personal
goals.

Students examine issues related

to computer etiquette and
discuss means for encouraging
more effective use of
technology to support effective
communication, collaboration,
personal productivity, lifelong
learning, and assistance for
individuals with disabilities.

Students analyze current trends

in information and
communication technology and
discuss how emerging
technologies could affect
collaboration, enhance personal
productivity, meet the diverse
needs of learners, and promote
opportunities for lifelong
learning among local and global
communities.

Students know how to use

word processing, drawing tools,
presentation software, conceptmapping software, graphing
software, and other productivity
software to illustrate concepts
and convey ideas.

Students identify and apply

common productivity software
features such as menus and
toolbars to plan, create, and edit
word processing documents,
spreadsheets, and presentations.

Students describe and apply

common software features (e.g.,
spelling and grammar checkers,
dictionary, thesaurus, editing
options) to maximize accuracy in
development of word processing
documents; sorting, formulas and
chart generation in spreadsheets;
and insertion of pictures, movies,
sound, and charts in presentation
software to enhance
communication to an audience,
promote productivity, and
support creativity.

Students understand and apply

advanced software features
such as templates and styles to
improve the appearance of word
processing documents,
spreadsheets, and presentations
and to provide evidence of
learning, productivity, and
creativity.

3. Technology
productivity tools
a. Students use
technology tools to
enhance learning,
increase
productivity, and
promote creativity.

Learning Point Associates

NETS for Students: Achievement Rubric3

NETS for Students: Achievement Rubric Grades PK12

NETS for Students
b. Students use
productivity tools to
collaborate in
constructing
technology-enhanced
models, prepare
publications, and
produce other
creative works.
4. Technology
communications tools
a. Students use
telecommunications
to collaborate,
publish, and interact
with peers, experts,
and other audiences.

b. Students use a
variety of media and
formats to
communicate
information and
ideas effectively to
multiple audiences.

5. Technology research
tools
a. Students use
technology to locate,
evaluate, and collect
information from a
variety of sources.

Learning Point Associates

Proficient by end of Grade 2

Students know how to work
together to collect and create
pictures, images, and charts for
development of word processed
reports and electronic
presentations.

Proficient by end of Grade 5

Students know procedures for
importing and manipulating
pictures, images, and charts in
word processing documents and
spreadsheets, presentations, and
other creative works.

Proficient by end of Grade 8

Students describe how to use
online environments or other
collaborative tools to facilitate
design and development of
materials, models, publications,
and presentations; and to apply
utilities for editing pictures,
images, and charts.

Proficient by end of Grade 12

Students analyze a plan and
procedures for development of a
multimedia product (e.g., model,
presentation, publication, other
creative work, webcast), and
identify authoring tools, other
hardware and software resources,
research, and team personnel
needed to plan, create, and edit.

Students, with assistance from

teacher, parents, or student
partners, identify procedures
for safely and securely using
telecommunications tools (e.g.,
e-mail, bulletin boards,
newsgroups) to read, send, or
post electronic messages for
peers, experts, and other
audiences.

Students identify
telecommunications tools (email, online discussions, Web
environments) and online
resources for collaborative
projects with other students
inside and outside the
classroom who are studying
similar curriculum-related
content.

Students know how to use

telecommunications tools such
as e-mail, discussion groups,
and online collaborative
environments to exchange data
collected and learn curricular
concepts by communicating
with peers, experts, and other
audiences.

Students plan and implement

collaborative projects (with
peers, experts, or other
audiences) using advanced
telecommunications tools (e.g.,
groupware, interactive Web
sites, simulations, joint data
collection, videoconferencing)
to support curriculum concepts
or benefit the local, regional, or
global community.

Students know how to use a

variety of developmentally
appropriate media (e.g.,
presentation software, newsletter templates, and Web pages
as resources for clip art, music,
and information resources) to
communicate ideas relevant to
the curriculum to their
classmates, families, and others.

Students identify a variety of

media and formats to create and
edit products (e.g.,
presentations, newsletters, Web
pages, portable document
format) that communicate
syntheses of information and
ideas from the curriculum to
multiple audiences.

Students know how to use a

variety of media and formats to
design, develop, publish, and
present products (e.g.,
presentations, newsletters, Web
pages) that effectively
communicate information and
ideas about the curriculum to
multiple audiences.

Students know how to use a

variety of media and formats to
design, develop, publish, and
present products, (e.g.,
presentations, newsletters, Web
sites) that incorporate
information from the
curriculum and communicate
original ideas to multiple
audiences.

Students, with assistance from

teacher, parents, or student
partners, identify steps for
using technology resources
such as CD-ROMs (reference or
educational software) and Webbased search engines to locate
information on assigned topics
in the curriculum.

Students describe steps for

using common Web search
engines and basic search
functions of other technology
resources to locate information,
and guidelines for evaluating
information from a variety of
sources for its relevance to the
curriculum.

Students know how to conduct

an advanced search using
Boolean logic and other
sophisticated search functions;
and know how to evaluate
information from a variety of
sources for accuracy, bias,
appropriateness, and
comprehensiveness.

Students know how to locate,

select, and use advanced
technology resources (e.g.,
expert systems, intelligent
agents, real-world models and
simulations) to enhance their
learning of curriculum topics
selected.

NETS for Students: Achievement Rubric4

NETS for Students: Achievement Rubric Grades PK12

NETS for Students
b. Students use
technology tools to
process data and
report results.

Proficient by end of Grade 2

Students, with assistance from
the teacher, know how to use
existing common databases (e.g.,
library catalogs, encyclopedias,
online archives, electronic
dictionaries) to locate, sort, and
interpret information on assigned
topics in the curriculum.

Proficient by end of Grade 5

Students describe how to
perform basic queries designed
to process data and report
results on assigned topics in the
curriculum.

Proficient by end of Grade 8

Students know how to identify
and implement procedures for
designing, creating, and
populating a database; and in
performing queries to process
data and report results relevant
to an assigned hypothesis or
research question.

Proficient by end of Grade 12

Students formulate a
hypothesis or research question
on a curriculum topic they
choose; and design, create, and
populate a database to process
data and report results.

c. Students evaluate
and select new
information
resources and
technological
innovations based on
the appropriateness
for specific tasks.

Students identify technology

resources (e.g., simple
conceptual mapping software,
drawing software) to show steps
in a sequence; to demonstrate
likenesses and differences, and
to recognize, record, and
organize information related to
assigned curricular topics.

Students identify, record, and

organize information on
assigned topics in the
curriculum by selecting and
using appropriate information
and communication technology
tools and resources (e.g., slide
show, timeline software,
database, conceptual mapping).

Students know how to select

and use information and
communication technology
tools and resources to collect
and analyze information and
report results on an assigned
hypothesis or research question.

Students formulate a
hypothesis or research question
and select and use appropriate
information and communication
technology tools and resources
for collecting and analyzing
information and reporting
results to multiple audiences.

Students know how to select

information and communication
technology tools and resources
that can be used to solve
particular problems (e.g.,
concept-mapping software to
generate and organize ideas for
a report; illustrate or sequence a
story; a drawing program to
make a picture; presentation
software to communicate and
illustrate ideas; a graph program
to organize and display data; a
Web browser and search engine
to locate needed information).

Students know how to apply

their knowledge of problemsolving tools to select
appropriate technology tools
and resources to solve a specific
problem or make a decision.

Students identify two or more

types of information and
communication technology
tools or resources that can be
used for informing and solving
a specific problem and
presenting results, or for
identifying and presenting an
informed rationale for a
decision.

Students describe integration of

two or more information and
communication technology
tools and resources to
collaborate with peers,
community members, experts,
and others to solve a problem
and present results, or to present
an informed rationale for a
decision.

Students identify ways

technology has been used to
address real-world problems.

Students know how to select

and use information and
communication technology
tools and resources to collect,
organize, and evaluate
information relevant to a realworld problem.

Students describe the

information and communication
technology tools they might use
to compare information from
different sources, analyze
findings, determine the need for
additional information, and
draw conclusions for addressing
real-world problems.

Students integrate information

and communication technology
to analyze a real-world
problem, design and implement
procedures to monitor
information, set timelines, and
evaluate progress toward the
solution of a real-world
problem.

6. Technology problemsolving and decisionmaking tools

a. Students use
technology resources
for solving problems
and making
informed decisions.

b. Students employ
technology in the
development of
strategies for solving
problems in the real
world.

Learning Point Associates

NETS for Students: Achievement Rubric5